Abstract
This study examined differences in mathematics performance of female and male students by race/ethnicity at national levels drawing from a sample of 8th grade public school students obtained from the National Assessment of Educational Progress 8th Grade Mathematics Assessment for 2003-2007. Results of this study will demonstrate how 8th grade mathematics performance is distributed across race/ethnicity and gender factors and will help explain disparities in 8th grade mathematics achievement by race/ethnicity and gender. With the passing of No Child Left Behind, increasing pressures are felt at all levels to close achievement gaps in mathematics. Implications of these findings are important for improving mathematics achievement outcomes for all students.
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